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Conference Paper: Dissociating performance from learning: An empirical evaluation of a computational model

TitleDissociating performance from learning: An empirical evaluation of a computational model
Authors
KeywordsPsychology
Issue Date1996
PublisherLawrence Erlbaum Associates, Inc.
Citation
The 18th Annual Meeting of the Cognitive Science Society, San Diego, USA, 12-15 July 1996, p. 409-414 How to Cite?
AbstractThis paper presents a follow-up to the ATM-Soar models presented at 1993 Meeting of the Cognitive Science Society and the CHI 1994 Research Symposium. The original work described the use of the Soar cognitive architecture to simulate user learning with different ATM interfaces. In particular, it focused on the relative effects of interface instructions (e.g., 'Insert card into slot') and perceptual attentional cues (e.g., a flashing area around the card slot) on learning and performance. The study described here involves getting human data on the same tasks to test the predictions of the computational models. The ATM task is simulated on a PC in order to contrast three types of interface conditions: just instructions, instructions plus flashing, and just flashing. Subjects must insert a bank card, check the account balance, and withdraw money. They are asked to repeat the task four times so that the effects of training on performance and learning can be observed. The data suggests that subjects learn to perform the task faster with attentional attractors, as the Soar model predicted. More interestingly, the Soar model also predicted that people would do better without instructions when there are attentional attractors. This prediction was supported as well.
Persistent Identifierhttp://hdl.handle.net/10722/47049
ISSN

 

DC FieldValueLanguage
dc.contributor.authorVera, Aen_HK
dc.contributor.authorLewis, RLen_HK
dc.date.accessioned2007-10-30T07:05:20Z-
dc.date.available2007-10-30T07:05:20Z-
dc.date.issued1996en_HK
dc.identifier.citationThe 18th Annual Meeting of the Cognitive Science Society, San Diego, USA, 12-15 July 1996, p. 409-414en_HK
dc.identifier.issn1069-7977en_HK
dc.identifier.urihttp://hdl.handle.net/10722/47049-
dc.description.abstractThis paper presents a follow-up to the ATM-Soar models presented at 1993 Meeting of the Cognitive Science Society and the CHI 1994 Research Symposium. The original work described the use of the Soar cognitive architecture to simulate user learning with different ATM interfaces. In particular, it focused on the relative effects of interface instructions (e.g., 'Insert card into slot') and perceptual attentional cues (e.g., a flashing area around the card slot) on learning and performance. The study described here involves getting human data on the same tasks to test the predictions of the computational models. The ATM task is simulated on a PC in order to contrast three types of interface conditions: just instructions, instructions plus flashing, and just flashing. Subjects must insert a bank card, check the account balance, and withdraw money. They are asked to repeat the task four times so that the effects of training on performance and learning can be observed. The data suggests that subjects learn to perform the task faster with attentional attractors, as the Soar model predicted. More interestingly, the Soar model also predicted that people would do better without instructions when there are attentional attractors. This prediction was supported as well.en_HK
dc.format.extent989045 bytes-
dc.format.extent2408 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypetext/plain-
dc.languageengen_HK
dc.publisherLawrence Erlbaum Associates, Inc.en_HK
dc.rightsthe article is accepted for publication in The 18th Annual Meeting of the Cognitive Science Society, San Diego, USA, 12-15 July 1996, p. 409-414. Readers must contact LEA for permission to reprint or use the material in any form.en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectPsychologyen_HK
dc.titleDissociating performance from learning: An empirical evaluation of a computational modelen_HK
dc.typeConference_Paperen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1069-7977&volume=&spage=409&epage=414&date=1996&atitle=Dissociating+performance+from+learning:+An+empirical+evaluation+of+a+computational+modelen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.hkuros23637-

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